Saint Michael's College

Student portfolios have long been used in teacher education to document learning and assess performance (Wolf, 1996). In addition to education majors, other academic areas including writing and art have used portfolios to "assess and display skills and growth" (Green & Smyser, 1995, p. 44). Portfolios have also been found to be useful in the job search process. "In a sea of résumés and cover letters, a portfolio emphasizes individuality, and the visual nature of a portfolio can make a lasting impression on a prospective employer" (Giuliano, 1997, p. 43). In addition to these practical uses, Giuliano (1997) asserts that the most significant value of portfolios is "as an aid in the self-reflection process" (p. 42). Portfolios document accomplishments over a period of time (Wolf, 1996). Portfolios "allow students to tell the stories of their growth" (Guillaume & Yopp, 1995, p. 94).

The MSA Portfolio

Using Kouzes & Posner’s (2007) five practices of exemplary leadership—Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart—students prepare a portfolio around these themes.

In the process of writing this portfolio students demonstrate the accomplishment of the MSA Program Goals. The portfolio is developed around a current or past leadership/followership experience and requires that students show they have applied knowledge and skills which have resulted in specific leader/follower behaviors. Students must also clearly document how the acquisition and application of this knowledge and newly developed skills have impacted their attitudes and beliefs as the process of changing behavior involves first changing attitudes and beliefs. Previous course projects and papers, presentation videos, and other artifacts serve as evidence of mastery of these outcomes.

When reflecting on creating their portfolios, two recent MSA graduates spoke highly of the experience. When introducing her portfolio, one student wrote, "Creating the portfolio required significant effort, but it was rewarding because it helped me realize how much I have achieved and grown." She later added, "As you read, however, I hope you will find something more. I hope you will find evidence of how this learning experience has been personally meaningful."

The second student echoed a similar theme when summarizing his portfolio. He wrote: "Taken as a whole, this opus represents my growth and development in understanding the science and art of administration, the power of vision and ideas, and the strengths and fallibilities of individuals and groups."

How can you prepare for the portfolio requirement? At a minimum, save your work as your proceed through the MSA program and pay attention to those experiences (both workplace and classroom) that have had an impact upon your attitudes and beliefs about leadership and followership. Although not all papers and projects wind up in the portfolio, you should save them all to decide which best provide evidence of having satisfied the goals. Additionally, a Portfolio Workshop will be held in the spring semester to help you plan for this requirement. Watch for the workshop date in our spring newsletter.